<h1>Questions in the questionnaire</h1>

<p><b><u> What minimum skills students should acquire</u></b></p>

<p>Student assessment should not depend on its classification with respect to the group.</p>

<p>Neither the classic establishment of cutoff approved in half the
   maximum score (5 out of 10) is justified from the point of view of the validity,
   although it is most easily spread the resulting application.</p>

<p>Evaluation criteria should govern learning or minimum competencies.
   Furthermore, the evaluation should not function as a mere label, but describe the
   degree to which they meet these criteria or competencies, in order to influence
   deficiencies to improve the learning process.</p>

<p>What follows will refer explicitly to the case of establishing a single
   cutoff, in our case the minimum skills, but can easily
   generalized to the case of two or more.</p>

<p>Literature procedures have been proposed various types, we limit ourselves
   explain one of them, relatively simple application, and suitable for questions
   multiple choice, matching, true / false, short answer and numeric or calculated.</p>

<h3>Ebel Method</h3>

<p>This method takes into account simultaneously and explicitly the difficulty and importance of
   items when setting the cutoff.</p>

<p>Set a table, usually 4 levels of significance (critical, important,
   acceptable and questionable) for 3 levels of difficulty (easy, medium and hard).</p>

<p>Then, each item is included in the corresponding table cell.
   Each expert determines what proportion "p" of items in each cell a student should know
   with the minimum competency required.</p>

<p>In each cell the number of items we have, "n", and the value "p" above.</p>

<p>Cutoff expert product is the sum (p) (n) for all cells.</p>

<p>End cutoff is obtained by averaging the different cutoff points for the experts.</p>

<p><a href="help.php?file=quizcompetencesexrec.html&amp;module=quiz">See Example</a></p>
